大学英语语音音段和超音段的教学先后顺序--一项基于大学生语音学习实践的实证研究

The pedagogical order of segmentals vs. suprasegmentals in college English pronunciation teaching—An empirical study based on college students' pronunciation learning

本研究采用了[先音段，后超音段]和[先超音段，后音段]的两种教学顺序，对62 名大学生进行了15 周的语音教学实验。通过3 次口语录音测试和1 次问卷调查，分别收集了学生在朗读和叙述方面的口语能力，以及对音段和超音段的教学先后顺序的看法。口语测试的数据分析支持[先超音段，后音段]的顺序，但是问卷数据分析发现，学生显著性地（81％）认同[先音段，后超音段]的顺序。这说明，学生的体会与超音段教学的首要性（语音教师、学者的主流观点）相左。这一发现增加了后续研究就同一问题进行进一步论证的必要性。本文最后就如何在教学实践中处理音段和超音段的先后问题提出建议。

This study tries the segmentals-before-suprasegmentals instruction order and the suprasegmentalsbefore-segmentals one on 62 college students in a 15-week quasi-experiment of pronunciation pedagogical effectiveness. Students participate in 3 recorded oral tests on their competence in passage reading and spontaneous speaking， and a questionnaire about their opinion on the order in pronunciation instruction. The recording data analysis provides evidence to support the suprasegmentals-before-segmentals order in pronunciation teaching; but the questionnaire data analysis reveals that students significantly (81%) favor the segmentals-before-suprasegmentals instruction order. This discloses that college students do not agree to the primacy of suprasegmentals (the mainstream view of pronunciation teachers or researchers). This finding adds to the necessity for later research to further the study on the same issue. Accordingly， suggestions are supplied on how to deal with the instruction order in pronunciation pedagogical practices.